GIFT  OF 


\ 

Q 
IS 


REPORT  on  the 

Educational  Situation 
in  MARYLAND  by  a 
Special  Committee 
of  the  Board  of  State 
Aid  and  Charities 


CONSISTING    OF 

Dr.  Philip  Briscoe 

Thomas  M.  Bartlett 

H.  Wirt  Steele 


PRINTED  AND  BOUND 

at  the 
MARYLAND  SCHOOL  FOR  BOYS 

LOCH  RAVEN.  MARYLAND 

1914 


REPORT  on  the 

Educational  Situation 
in  MARYLAND  by  a 
Special  Committee 
of  the  Board  of  State 
Aid  and  Charities 


CONSISTING  OP 

Dr.  Philip  Briscoe 

Thomas  M.  Bartlett 

H.  Wirt  Steele 


PRINTED  AND  BOUND 
at  the 

MARYLAND  SCHOOL  FOR  BOYS 

LOCH  RAVEN,  MARYLAND 
191 


BALTIMORE,  MARYLAND 
October  29,  1913 


His  EXCELLENCY,  PHILLIPS  LEE  GOLDSBOROUGH 

GOVENOR  OF  THE  STATE  OF  MARYLAND 
THE  GENERAL  ASSEMBLY  OF  MARYLAND 

ANNAPOLIS,  MARYLAND 
GENTLEMEN: 

The  following  Report  is  submitted  for  your  consideration  by  the 
Board  of  State  Aid  and  Charities,  not  with  the  feeling  that  the  recom- 
mendations therein  contained  are  necessarily  the  best  solution  of  the 
difficulties  pointed  out.  None  of  the  members  of  the  Board  is  an  ed- 
ucational expert  and  the  Report  is  not  put  out  in  the  nature  of  ex- 
pert advice. 

During  the  Fall  and  early  Winter  of  1912  and  1913,  the  Secre- 
tary visited  all  of  the  Institutions  receiving  State  Aid.  These  visits 
showed  certain  conditions  in  regard  to  the  educational  situation,  par- 
ticularly the  Academic  Fund,  which  he  presented  in  a  brief  report  to 
the  Board  in  February  last.  As  a  result  of  this  Report  the  Board  ap- 
pointed a  Committee  consisting  of  Dr.  Philip  Briscoe,  Thomas  M. 
Bartlett  and  H.  Wirt  Steele.  This  Committee  made  a  through  study 
of  the  whole  educational  field,  consulted  many  educational  experts  in- 
cluding the  United  States  Commissioner  of  Education,  Russell  Sage 
Foundation,  Dr.  E .  F.  Buchner,  head  of  the  John  Hopkins  Summer 
School  for  Teachers,  State  Superintendent  of  Education,  and  the 
heads  of  practically  all  of  the  Institutions  of  higher  learning  getting 
State  appropriations.  In  October,  this  Committee  submitted  the  fol- 
lowing Report,  which  was  adopted  by  the  Board,  ordered  printed  and 
distributed  throughout  the  community. 

CHARLES  J.  BONAPARTE,  President 

H.  WIRT  STEELE 

WILLIAM  LEVY 

DR.  PHILIP  BRISCOE 

THOMAS  V.  RICHARDSON 

THOMAS  M.  BARTLETT 

EMORY  L.  COBLENTZ 

WM.  H.  DAVENPORT, 

Secretary 


906 


REPORT 


ON    THE 

EDUCATIONAL  SITUATION 

IN 

MARYLAND 

To  the  Board  of  State  Aid  and  Charities: 

The  REPORT  of  your  undersigned  Committee,  ap- 
pointed to  consider  the  Educational  situation,  respectfully 
shows : 

That  the  Educational  System  of  this  State  is,  in  some 
respects,  antiquated  and  inefficent  It  is  the  result  of  a 
series  of  Acts  beginning  in  1798  and  running  up  to  1912. 
During  this  time,  there  have  been  several  more  or  less 
complete  re-organizations  but  in  a  measure  these  have 
taken  the  form  of  amendments  to  the  law  and  a  * 'patching 
up"  of  the  system  rather  than  a  complete  re-organization. 
It  is  the  opinion  of  your  Committee  that  the  time  has 
now  come  for  such  a  complete  re-organization,  and  we  beg 
herewith  to  outline  the  conditions  as  they  exist  at  present 
and  a  suggestion  for  such  a  re-organization. 

That  it  is  the  duty  of  the  State  to  support  a  system  of 
Education  it  is  hardly  necessary  to  prove  but  the  following 
arguments  have  been  advanced  to  show  that  Maryland 
should  have  such  a  system: 

1.  The  Maryland  Constitution  provides  ''that  the  Gen- 
eral Assembly  at  its  first  session  after  the  adoption 
of  this  Constitution,  shall,  by  law,  establish  through- 


out,  the  State,  a.  through  and  efficient  system  of 
free  Public  Schools  and  shall  provide  by  taxation  or 
otherwise  for  their  maintenance." 

2.  The  Legislature  and  the  State  Board  of  Education 
have  'set  certain  minimum  standards  which  each 

•>  '  County  system  must  meet,  thereby  establishing  its 
authority  as  well  as  its  responsibility  for  the  effici- 
ency of  those  systems.  These  minimum  require- 
ments embrace  the  following: 

a.  Course  of  study. 

b.  Length  of  school  year. 

c.  Salaries  paid  teachers. 

d.  Compulsory  attendance  of  pupils. 

e.  Number  of  pupils  required  to  maintain  a 

school. 

f .  Requiring  admission  into  schools  near  the 

dividing  line  of  pupils  from    other 
Counties. 

3.  The  power  of  appointing  the  officers    controlling 

these  systems  is  lodged  in  the  Governor  and 
not  in  any  local  officer  or  electorate. 

4.  The  duty  of  the  State  in  this  respect  is  recognized 

in  other  States,  and  in  many,  has  been  so  de- 
cided by  the  highest  courts  therein. 

5.  No    County  can    solely  and  entirely  educate  its 

future  citizens.  The  child  educated  today  in 
one  County,  may  a  decade  hence  be  a  resident 
of  the  city  or  another  county;  and  vice  versa, 
the  man  who  is  a  resident  of  any  given  county 
ten  years  from  the  present  may  now  be  receiv- 
ing his  education  in  an  entirely  different  part 
of  the  commonwealth. 


Any  consideration  of  the  School  System  must  include 
administration,  finance  and  the  scope  of  the  courses.  Tak- 
ing this  in  detail,  we  find  at  the  present  time  the  Admin- 
istration consists  of  the  State  Board  of  Education,  the 
State  Superintendent  of  Education,  Board  of  County 
School  Commissioners  and  the  County  School  Superinten- 
dent. 

The  STATE  BOARD  OF  EDUCATION  is  composed  of  six 
persons  appointed  by  the  Governor  for  a  term  of  six 
years,  two  members  retiring  each  year;  and  in  addition, 
the  Governor  and  the  State  Superintendent  of  Education, 
ex-officio.  The  duties  of  this  Board  are  contained  in  Sec- 
tion 11,  Article  77,  Code  of  Public  General  Laws,  which 
reads  as  follows: 

"The  State  Board  of  Education  shall,  to  the  best  of  their  ability, 
cause  the  provisions  of  this  Article  to  be  carried  into  effect  and  may, 
if  necessary,  institute  legal  proceedings  for  that  purpose  with  the 
direction  and  advice  of  the  Attorney-General;  they  shall  enact  By- 
Laws  for  the  administration  of  the  Public  School  system  not  at  var- 
iance with  this  article,  which,  when  enacted,  and  published,  shall 
have  the  force  of  law;  they  shall  have  the  power  to  remove  or  sus- 
pend any  County  Superintendent  who  may  be  found  inefficient  or  in- 
competant  for  the  discharge  of  duties  assigned  him,  or  guilty  of  such 
moral  delinquency  as  unfits  him  for  the  office  he  holds;  they  shall  ex- 
plain the  true  intent  and  meaning  of  the  law,  and  they  shall  decide, 
without  expense  to  the  parties  concerned,  all  controversies  and  dis- 
putes that  arise  under  it,  and  their  decision  shall  be  final." 

The  STATE  SUPERINTENDENT  OF  EDUCATION  is 
appointed  by  the  Governor.  He  is  the  Executive  Officer 
of  the  State  Board  of  Education,  and  his  duties  are  more 
completely  shown  in  Section  20  of  the  above  Article,  which 
is  as  follows: 

"It  shall  be  the  duty  of  the  Superintendent  of  Public  Education  to 
inform  himself  and  the  State  Board  of  Education  as  to  the  condition 
of  the  Public  Schools  throughout  the  State;  to  diffuse  information  as 
to  the  best  methods  of  instruction;  to  receive  and  present  to  the 
State  Board  of  Education  the  reports  of  the  various  Boards  of  County 
School  Commissioners-  to  examine  said  County  Boards'  statements  of 
expenditures  of  school  funds  and  submit  his  judgment  on  the  same  to 
the  State  Board  of  Education;  to  have  authority  to  endorse  such  Normal 


School  diplomas  from  other  States  as  he  may  deem  proper,  and  when 
so  endorsed  they  shall  be  legal  certificates  to  teach  in  any  Elementary 
Public  School  in  the  State  until  revoked;  to  arrange  dates  for  teachers 
Institutes;  and  assist  the  County  Superintendent  in  the  preparation 
of  the  program  for  the  County  Teachers'  Institute  and  also  attend 
same  when  in  session,  when  possible  and  give  instruction;  he  shall 
devote  his  whole  time  to  the  duties  of  his  office,  and  in  every  way 
conserve  the  interest  and  promote  the  efficiency  af  the  Puplic  Schools 
of  the  State;  The  State  Superintendent  shall  also  be  the  Secretary  of 
the  State  Board  of  Education. 

The  BOARDS  OF  COUNTY  SCHOOL  COMMISSIONERS  are 
appointed  by  the  Governor  for  a  term  of  six  years  and  con- 
sists of  six  persons  from  each  of  the  following  Counties  - 
Baltimore,  Carroll,  Frederick,  Dorchester,  Washington 
and  Montgomery;  and  three  persons  from  each  of  the  other 
Counties.  Its  duties  are  found  in  Section  25  of  Article  77, 
which  reads  as  follows: 

"The  Board  of  County  School  Commissioners  shall  have  the  general 
snpervision  and  control  of  all  the  schools  in  their  respective  Count- 
ies; they  shall  build,  repair  and  furnish  school  houses;  they  shall 
purchase  and  distribute  text  books;  they  shall,  after  advising  with 
the  Principal  of  the  school  to  which  the  teacher  is  to  be  appointed, 
appoint  all  Assistant  teachers;  they  shall  have  authority  to  consoli- 
date schools  when,  in  their  judgment,  consolidation  is  practicable  and 
desirable,  and  to  arrange  for  and  pay  charges  of  transporting  pupil 
to  and  from  such  schools,  and  shall  perform  such  other  duties  as 
may  be  necessary  to  secure  an  efficient  administration  of  the  Public 
School  system,  subject  to  the  provisions  of  this  article. 

The  COUNTY  SCHOOL  SUPERINTENDENT  is  appointed 
by  the  County  School  Commissioners  for  a  term  of  two 
years;  is  the  Secretary  and  Treasurer  of  the  Board  as 
well  as  its  Executive  Officer,  and  in  addition  has  the  duties 
prescribed  in  Sections  72  and  76  of  Article  77,  which  are 
as  follows: 

72.  "It  shall  be  the  duty  of  the  County  Examiner  to  examine 
candidates  for  the  profession  of  teacher,  in  the  presence  of  at  least 
one  member  of  the  Board  of  County  School  Commissioners  or  one 
or  more  of  the  District  Trustees,  and  to  give  to  such  persons  as  are 
found  qualified,  under  the  sanction  of  the  Board  at  its  next  meeting  a 
certificate  setting  forth  the  branches  such  persons  are  competent  to 
teach;  but  no  certifitate  shall  be  granted  without  satisfactory  evi- 
dence of  the  moral  character  of  the  applicant. ' ' 

76.  "It  shall  be  the  duty  of  the  County  Superintendent  or  his  As- 
sistant, at  least  three  times  in  each  year  to  visit  the  schools  in  his 
County,  if  it  contains  sixty  teachers  or  less,  and  twice  a  year  in  Coun- 


ties  having  more  than  sixty  and  less  than  one  hundred  and  seventy- 
five  teachers,  and  once  a  year  in  Counties  where  there  are  more  than 
one  hundred  and  seventy-five;  he  shall  observe  the  methods  of  the 
teachers  and  give  him  or  her  such  practical  suggestions  as  circum- 
stances may  prompt;  he  shall,  whenever  possible,  attend  public  ex- 
aminations and  report  quarterly  in  detail  the  result  of  his  observances 
through  the  Board  of  County  School  Commissioners.  In  Counties 
where  the  number  of  teachers  shall  exceed  one  hundred  and  seventy- 
five,  the  Board  of  County  School  Commissioners  may,  in  their  discre- 
tion, appoint  an  Assistant  County  Superintendent."' 

This  system  of  County  administration  has  been  very 
highly  praised  and  in  our  opinion,  in  the  main,  is  good. 
There  are,  however,  a  few  changes  which  it  would  seem 
advisable  to  your  Committee,  to  have  made  as  follows: 

1st.  If  the  School  System  is  to  have  a  State-wide 
standard,  teachers  must  be  of  the  same  average  ability, 
for  after  all,  all  systems  of  administration  stop  when  you 
get  a  teacher  and  a  group  of  scholars  facing  each  other 
in  a  room  with  certain  paraphernalia;  at  the  present  time, 
each  County  Superintendent  is  free  to  give  his  own  exam- 
ination; hence,  set  his  own  standard  of  qualification  and 
training  for  the  Teachers  in  his  County.  There  are 
twenty-four  different  standards  for  teachers  in  the  State. 
The  only  way  in  which  a  uniform  curriculum  may  be 
worked  out  and  applied  is  to  have  the  standard  of  teachers 
uniform.  We  therefore  recommend  that  no  person  be 
allowed  to  teach  in  the  Public  Schools  of  Maryland  with- 
out a  certificate  from  the  State  Board  of  Education,  and 
that  this  certificate  be  given  as  a  result  of  an  examination 
which  shall  be  uniform  in  all  Counties. 

2nd.  It  seems  folly  to  your  Committee  to  have  the 
State  Board  of  Education  fix  the  curriculum  as  it  is  now 
able  to  do  by  law  and  yet,  not  be  able  to  prescribe 
text-books  from  which  this  course  is  being  taken.  In 
New  York  State,  for  instance,  a  pupil  can  lay  down  his 
books  in  Rochester  at  3  o'clock  Friday  afternoon,  go  to 
Brooklyn,  Buffalo  or  Albany,  and  start  in  Monday  morn- 
ing within  four  pages  of  where  he  left  off  on  Friday.  It 


would  seem  then,  as  highly  advisable  to  give  to  the  State 
Board  of  Education,  the  duty  of  selecting  the  text-books 
as  well  as  fixing  the  details  of  tne  curriculum. 

3rd.  At  the  present  time  the  State  of  Maryland  pays 
out  every  year  some  Two  Hundred  Thousand  Dollars 
($200,000.00)  to  private  Institutions  mostly  of  higher 
earning  for  the  education  of  its  citizens.  These  schools 
are  not  under  the  supervision  of  any  state  educational  au- 
thority. Their  appropriations  are  made  by  the  Legislature 
direct  and  they  are  not  subject  to  the  inspection  or  super- 
vision of  any  paid  Educator.  It  would  seem  to  your 
Committee  that  supervision  of  these  schools  is  just  as  much 
a  legitimate  part  of  the  work  of  the  State  Board  of  Educa- 
tion as  is  the  supervision  of  any  other  schools  supported 
by  the  State.  We,  therefore,  respectfully  recommend 
that  the  Legislature  be  forbidden  to  appropriate  money 
to  any  schools  which  do  not  come  up  to  the  standard  pre- 
scribed by  the  State  Board  of  Education  and  which  are 
not  under  its  direct  control. 

FINANCE 

No  system  of  education  can  be  carried  out  unless  it  is 
backed  by  adequate  financial  support.  That  the  State  rec- 
ognizes its  duty  in  this  respect,  is  shown  by  the  fact  that 
of  the  thirty-one  cents  which  composes  its  present  tax 
rate,  sixteen  and  one-eighth  cents  (IGJcts.)  goes  to  the 
Public  School  system.  That  Maryland  is  not  doing  all  that 
it  can  in  this  respect,  however,  is  clear  when  we  consider 
that  a  comparative  study  of  Public  School  Systems  in  the 
forty-eight  States  by  the  Russell  Sage  Foundation,  gives 
Maryland  a  rank  of  forty-six  in  the  ratio  of  amount  spent 
for  school  purposes  to  wealth,  the  same  being  but  twenty- 
one  cents  for  each  One  Hundred  Dollars  ($100)  of  wealth. 
The  same  Report  ranks  Maryland  thirty-eighth  in  the 
amount  of  thirteen  cents  spent  per  day  per  child.  While 


6 


the  Report  of  the  United  States  Commissioner  of  Educa- 
tion states  the  per  capita  cost  of  Public  School  education  in 
Maryland  to  be  Two  Dollars  and  Ninety-two  cents  ($2.92) 
as  against  an  average  of  Four  dollars  and  sixty-four  cents 
($4.64)  for  the  United  States,  and  Nine  dollars  and  twenty- 
one  cents  ($9.21)  in  the  State  of  Washington.  From  this,  it 
would  seem  that  Maryland  should  increase  its  State  school 
tax  from  sixteen  and  one-eighth  cents  to— say  twenty 
cents,  and  that  each  County  should  be  required  to  levy 
in  local  taxes  a  sum  sufficient  at  least  to  duplicate  the 
amount  received  from  the  State.  Moreover,  the  State 
school  tax  should  be  relieved  of  all  charges  except  those 
that  relate  to  Elementary  education.  In  order  to  do  this, 
it  would  seem  wise  to  withdraw  all  appropriations  which 
are  now  paid  from  the  General  Treasury  on  account  of  aca- 
demic, free  school,  surplus  revenue  and  to  private  Insti- 
tutions which  are  merely  duplicating  the  work  of  public 
high  schools;  and  in  lieu  thereof,  to  pay  from  the  General 
Treasury  teachers'  pensions  and  the  aid  to  High  Schools 
as  now  provided  by  law  to  be  paid  from  the  State  School 
tax. 

The  County  system  of  school  management  is  looked 
upon  favorably  by  authorities  on  the  subject  (Admini- 
stration of  Public  Education  in  the  United  States— Button 
and  Snedden.  Page  79) ,  but  it  would  seem  wise  to  permit 
the  separate  school  districts  of  each  County,  upon  peti- 
tion of  a  definite  per  cent,  of  the  tax  payers  therein,  to 
tax  themselves  for  the  purpose  of  adding  to  the  State  and 
County  aid  in  order  to  secure  special  educational  advant- 
ages, such  as  an  improved  building,  agricultural  or  other 
vocational  instruction. 

Such  a  scheme  as  outlined  above  would  put  every 
part  of  the  State  upon  equal  footing  in  the  matter  of 
financial  support  to  its  schools.  It  would  enable  each 
County  to  pay  such  salaries  as  would  justify  the  State  in 


demanding  that  every  teacher  shall  have  had  a  definite  and 
goodly  amount  of  professional  training  before  he  enters 
upon  his  work  of  training  the  young.  This  is  no  more  than 
the  State  demands  of  other  professions  —  lawyers,  doc- 
tors, dentists  and  even  of  plumbers  and  gas-fitters.  More- 
over, such  an  equalization  of  State  support  would,  with 
efficient  administration,  tend  to  product  a  uniform  system 
of  education,  so  that  the  product  of  the  schools  of  one  part 
of  the  State  would  be  as  efficient  citizens  as  those  of  any 
other  part. 

The  State  Board  of  Education  reports  the  following  re- 
ceipts from  the  various  funds  for  Public  School  purposes 
for  the  year  ending  July  31,  1912: 

Assessed  value  of  property,  1912 $979,309,976.00 

State  Levy  of  16|cts.  on  each $100, 1912.. . .  1,579,137.34 

Total  Distribution  State  School  Tax 1,206,940.12 

Free  School  Fund 49,711.94 

Colored  Industrial  Fund 16,500.00 

Academic  Fund 26,200.QO 

High  School  Fund 110,500.00 

Free  Book  Fund 150,000.00 

Total  from  State 1,559,852.06 

County  School  Tax 2,487,499.74 

In  addition  to  the  above,  there  was  appropriated  to 
various  Educational  Institutions  for  the  present  fiscal  year, 
the  sum  of  $342,393.86  which  is  taken  from  the  General 
Levy.  Any  radical  change  for  the  better  in  the  school  sys- 
tem will  probably  necessitate  an  increase  in  this  amount, 
and  in  view  of  the  fact  that  the  Tax  Commission  appointed 
by  the  last  Legislature,  claims  that  by  a  proper  and  uni- 
form system  of  assessment  the  taxable  basis  of  the  State 
will  probably  be  doubled,  some  increase  of  this  amount 
should  not  be  difficult  to  provide. 

Next  to  having  the  money,  the  most  important  matter 
is  the  distribution  of  the  same.  Funds  named  above  may 
be  briefly  described  as  follows: 


8 


FREE  SCHOOL  FUND 

The  Free  School  Fund  is  in  turn  made  up  of  from  four 
separate  sources,  namely; 

1.  A  tax  upon  incorporated  banks,  which  was  levied 
between  1815  and  1873  and  the  amount  of  which  invested 
in  stocks;  the  income  of  which  was  set  aside  for  Public 
Schools  of  certain  Counties— Allegany,  Charles,  Calvert 
and  Garrett  Counties  not  sharing  in  this  fund.    The  in- 
come from  this  Fund  for  1909  amounted  to  $7,775.11 

2.  Maryland  advanced  money  to  the  National  Govern- 
ment for  the  war  1812.    The  money  was  returned  to  the 
State  in  1858  and  was  invested    for  Public  Schools.    The 
income  is  distributed  among  the  Counties  and  the  City  on 
the  basis  of  their  representation  in  the  General  Assembly. 
This  fund  during  1909  amounted  to  $10,379.64. 

3.  In  1837,  Congress  ordered  the  distribution  of  the 
surplus  revenue   Fund  in   the   United   States  Treasure 
among  the  States.    Of  Maryland's  share,  $681,587.25  was 
invested  at  5  per  cent,  for  the  benefit  of  the  Public  Schools. 
The  income  from  this  was  $34,069.56,  divided  into  three 
parts  as  follows:  $2,000  to  Indigent  Blind;   one-half  of 
the  remainder  is  divided  among  the  Counties  and  the  City 
in  proportion  to  their  white  population,  while  each  of  the 
Counties  and  the  City  receive  equal  shares  of  the  other 
half. 

4.  An    appropriation    by  the    General   Treasury   of 
Thirty-three  thousand  dollars    ($33,000)   a  year  for  the 
education  of  the  Indigent  Blind,  all  of  which  goes  to  the 
Maryland  School  for  the  Blind. 

ACADEMIC  FUND 

In  1798  the  Legislature  made  appropriations  to  two  of 
the  old  County  Academies,  and  from  time  to  time  thereafter 
various  Academies  as  they  sprang  up,  came  to  the  Legis- 


lature  and  got  appropriations  all  of  which  were  continuing 
appropriations  and  most  of  which  are  still  being  paid.  In 
1831 ,  some  of  the  Counties  in  which  there  were  no  Acad- 
emies but  which  in  the  meantime  had  established  systems 
of  free  Elementary  Schools,  complained  to  the  Legislature 
and  as  a  result,  a  law  was  passed  giving  to  each  County 
of  the  State  the  same  appropriation.  In  Counties  where 
there  were  no  Academies  this  fund  went  to  the  County 
School  Commissioners,  and  in  the  Counties  where  there  were 
Academies,  this  fund  went  to  the  Academies.  Since  1832, 
the  appropriations  have  been  changed  in  various  ways  as 
new  Institutions  spring  up  and  old  ones  go  out  of  existence 
until  at  the  present  time  there  is  annually  paid  to  the 
various  County  School  Commissiers  and  to  the  Institutions 
the  total  sum  of  $26,200.00.  An  examination  of  the 
statutes  show  that  there  was  apparently  no  contract  call- 
ing for  a  definite  number  of  scholarships  but  a  donation 
pure  and  simple. 

The  Academic  Fund  has  entirely  outgrown  its  use- 
fulness as  is  shown  by  the  following  facts  in  regard  to  the 
Institutions  to  which  it  is  now  paid: 

$800,00    ALLEGANY  COUNTY  ACADEMY: 

Private  Institution,  day  school,  academic  grade, 
rich  patrons,  paralelled  by  the  CumberlandHigh 
School,  and  gives  eight  free  scholarships  to  citizens 
of  Cumberland.  This  school  has  ninety-three  pupils. 

400.00    ALLEGANY  COUNTY  SCHOOL  BOARD 

800.00    ANNE  ARUNDEL  ACADEMY: 

Private  Boarding  School,  academic  grade.  Would 
like  to  develop  agricultural  features  and  is  willing 
to  be  turned  into  a  County  Agricultural  High  School. 
This  School  has  thirty-six  pupils.  This  school  also 
gets  a  special  appropriation  from  the  General 
Treaury  of  $3,000. 

400.00    PATAPSCO  ACADEMY; 

This  school  has  degenerated  into  an  ordinary  grade 
school  with  seventeen  pupils,  and  runs  from  first 


10 


to  the  fifth  grade.  There  is  no  County  Public 
School  within  three  miles  of  it  and  it  should  be 
turned  over  to  the  County  authorities  and  run  by 
them  as  a  District  School. 

$1,200.00  BALTIMORE  COUNTY  SCHOOL  BOARD. 
1,200.00  CAROLINE  COUNTY  SCHOOL  BOARD. 
1,200.00  CALVERT  COUNTY  SCHOOL  BOARD. 
500.00  GREENSBORO  HIGH  SCHOOL. 

Has  ninety-five  pupils,  thirteen  of  which  are  on 
High  School  grades  and  does  not  qualify  under  the 
High  School  Act  of  1910.  Under  control  of  the 
County  school  authorities. 

200.00    CARROLL  COUNTY  SCHOOL  BOARD. 

500.00    ELKTON  ACADEMY. 

Now  known  as  Elkton  High  School.  This  School 
has  qualified  under  the  High  School  Act  of  1910, 
Group  1,  and  received  $2,300,  from  the  appropria- 
tions to  Approved  High  Schools.  Under  control  of 
County  School  Commissioners. 

500.00    WEST  NOTTINGHAM  ACADEMY. 

This  Institution  is  run  as  a  private  day  school  doing 
fairly  good  academic  work  but  apparently  has  no 
future.  Thirty-six  pupils. 

200.00    NORTH  EAST  CLASSICAL  INSTITUTE. 

This  school  on  the  day  visited  by  our  Secretary  had 
two  pupils  present  The  day  was  a  fair  day  in  Nov- 
ember. The  teacher  told  him  that  in  good  weather 
they  sometimes  had  eleven  pupils,  largely  kinder- 
gartners.  The  work  of  the  school  duplicated  by 
the  County  school  within  a  block  of  it  which  appar- 
ently is  doing  better  work,  and  certainly  has  a  bet- 
ter equipment. 

400.00    CHARLES  COUNTY  SCHOOL  BOARD. 

300.00    VIENNA  ACADEMY. 

This  Institution  is  now  known  as  the  Vienna  High 
School  and  is  not  able  to  qualify  under  the  High 
School  Act  of  1910.  Under  control  of  the  County 
School  authorities. 


11 


$228.57    EAST  NEW  MARKET  ACADEMY. 

This  Institution  is  now  known  as  the  East  New 
Market  High  School.  It  has  neither  teachers  nor 
pupils  enough  to  qualify  under  the  High  School  Act 
of  1910,  but  is  recognised  as  a  County  School  and  is 
under  the  authority  of  the  County  School  Commis- 
sioners. 

j  571.43    CAMBRIDGE  ACADEMY. 

}  500.00    CAMBRIDGE  FEMALE  SEMINARY. 

These  Institutions,  Cambridge  Academy  and  Cam- 
bridge Female  Seminary  have  been  combined  into 
the  Cambridge  High  School  which  qualified  under 
the  High  School  Act  of  1910,  Group  No.  1,  and  re- 
ceives $2,400  from  the  appropriations  to  approved 
High  Schools. 

800.00    FREDERICK  COUNTY  COLLEGE. 

This  Institution  is  no  longer  in  existence  having 
rented  its  buildings  for  a  term  of  years  to  the 
Women's  College  of  Frederick.  This  latter  school 
maintains  eight  free  scholarships  supposed  to  be 
in  consideration  of  the  State's  appropriation  to 
the  Frederick  College.  The  woman's  College  of 
Frederick  applied  both  in  1902  and  1904  for  an  ap- 
propriation and  each  year  was  turned  down.  (See 
page  43  report  of  1904  as  to  reason  for  declining 
appropriations.) 

400.00    ST.  JOHN'S  LITERARY  INSTITUTE. 

This  is  an  ordinary  parochial  elementry  school  for 
boys  and  is  run  in  connection  with  the  St.  John's 
Roman  Catholic  Church  of  Frederick.  It  does  only 
elementry  work. 

1,200.00    GARRETT  COUNTY  SCHOOL  BOARD. 

500.00    HARFORD  COUNTY  SCHOOL  ACADEMY. 

This  Institution  is  now  known  as  the  Bel  Air  High 
School.  It  has  qualified  under  the  High  School  Act 
of  1910,  Group  2,  and  receives  $1,400.00  a  year  from 
approved  High  School  funds. 

400.00    DARLINGTON  ACADEMY. 

This  Institution  is  now  known  as  the  Darlington 
High  School  and  is  under  the  control  of  the  County 


12 


School  authorities.  It  has  not  qualified  under  the 
High  School  Act  of  1910. 

$300.00    ABERDEEN  ACADEMY. 

This  Institution  is  now  known  as  the  Aberdeen  High 
School  and  has  not  qualified  under  the  High  School 
Act  of  1910,  but  expects  to  this  year. 

300.00    HARFORD  COUNTY  SCHOOL  BOARD. 
1,200.00    HOWARD  COUNTY  SCHOOL  BOARD. 

200.00    MILLINGTON  ACADEMY, 

This  Institution  is  now  known  as  the  Millington 
High  School  and  has  not  qualified  under  the  High 
School  Act  of  1910. 

100.00    GALENA  ACADEMY. 

This  Institution  is  now  known  as  the  Galena  High 
School  and  does  not  qualify  under  the  High  School 
Act  of  1910.  It  is  under  the  County  School 
authorities. 

800.00    ROCKVILLE  ACADEMY. 

A  private  day  school  with  about  fifty  pupils.  It  is 
paralelled  by  the  Rockville  High  School  and  the  Sec- 
retary of  the  Board  of  Trustees  told  our  Secretary 
that  were  it  not  for  an  endowment,  the  school  would 
certainly  not  be  in  existance,  and  that  many  people 
send  their  children  to  the  County  High  School  as  be- 
ing the  better  of  the  two  even  though  they  had  been 
offered  free  scholarships  in  the  Academy. 

600.00    BROOKVILLE  ACADEMY. 

This  Insitution  is  now  known  as  the  Brookville 
High  School.  It  has  qualified  under  the  High  School 
Act  of  1910,  and  receives  $1,400.00  a  year  from  the 
High  School  appropriations. 

400.00    PRINCE  GEORGE'S  COUNTY  SCHOOL  BOARD. 

800.00    UPPER  MARLBOROUGH  ACADEMY 

This  Institution  is  now  known  as  the  Marlborough 
High  School.  It  has  not  qualified  under  the  Act  of 
1910  but  claims  to  be  eligible  and  expects  to  apply 
this  year. 


13 


$600.00    CENTREVILLE  ACADEMY. 

This  Institution  is  now  known  as  the  Centerville 
High  school.  It  has  qualified  under  the  High  School 
Act  of  1910,  Group  1,  and  receives  $2,300.00  a  year 
from  appropriations  to  High  Schools. 

400.00    QUEEN  ANNE  COUNTY  SCHOOL  BOARD. 
400.00    ST.  MARY'S  COUNTY  SCHOOL  BOARD. 
400.00    SOMERSET  COUNTY  SCHOOL  BOARD. 

600.00    WASHINGTON  ACADEMY. 

Now  known  as  the  Washington  High  School  located 
at  Princess  Anne .  It  has  qualified  under  the  High 
School  Act  of  1910,  Group  2,  and  receives  $1,400.00 
a  year  from  the  High  School  appropriations. 

400.00    FAIRMOUNT  ACADEMY. 

Now  known  at  the  Fairmount  High  School  which 
has  not  qualified  under  the  High  School  Act  of  1910. 

400.00    TALBOT  COUNTY  SCHOOL  BOARD. 

800.00    E ASTON  ACADEMY. 

Now  known  as  the  Easton  High  School,  has  quali- 
fied under  the  High  School  Act  of  1910,  Group  1,  and 
receives  $2,300  a  year  from  the  High  School  appro- 
priations. 

1,200.00    WASHINGTON  COUNTY  SCHOOL  BOARD. 

800.00    WICOMICO  COUNTY  SCHOOL  BOARD. 

500.00    DELMAR  High  SCHOOL 

Under  the  County  School  authorities,  but  has  not 
qualified  under  the  High  School  Act  of  1910. 

400.00    SALISBURY  ACADEMY. 

Now  known  as  the  Wicomico  High  School  of  Salis- 
bury. Has  qualified  under  the  High  School  Act  of 
1910,  Group  1,  and  receives  $2,300  from  the  High 
School  fund. 

1.200.00    WORCESTER  COUNTY  SCHOOL  BOARD. 

200.00    CHURCH  HILL  ACADEMY. 

Now  known  as  the  Church  Hill  High  School.  This 
Institution  has  not  qualified  under  the  Act  of  1910. 

$26,200.00    TOTAL  ACADEMIC  FUND. 


14 


The  injustice  of  this  system  is  shown  by  the  fact  that 
even  the  idea  of  having  the  Counties  share  equally  in  the 
Fund  has  disappeared,  and  we  now  find  that  the  amounts 
run  all  the  way  from  $1,700.00  in  Wicomico  and  Caroline 
Counties,  to  $200.00  in  Carroll  County. 

A  complete  list  of  the  Counties  with  what  each 
receives  is  as  follows: 

Allegany  County $1,200      Howard $1,200 

Anne  Arundel 1,200      Kent 300 

Baltimore 1,200      Montgomery 1,400 

Calvert 1,200      Prince  George 1,200 

Charles 400      Queen  Anne 1.200 

Caroline 1,700      St.  Mary's 400 

Carroll 200      Somerset 1,400 

Cecil 1,200      Talbot 1,200 

Dorchester 1,600      Washington 1,200 

Frederick 1,200      Wicomico 1,700 

Garrett 1,200      Worcester 1,200 

Harford 1,500 

RECAPITULATION: 

Of  the  $26,200  distributed  in  this  way,  $12,500  goes 
direct  to  seventeen  County  School  Boards,  who  share  di- 
rectly in  this  appropriation;  $5,071.43  goes  to  eight  High 
Schools,  which  are  receiving  in  addition,  the  regular 
grants  to  approved  High  Schools  from  the  High  School 
Fund.  $3,928.57  is  going  to  eleven  High  Schools  which 
are  part  of  the  Public  School  system  but  which  are  not 
able  to  qualify  for  the  High  School  Fund.  The  money 
going  to  these  classes  of  public  high  schools  is  not  fairly 
distributed,  these  nineteen  schools  having  a  preference  to 
which  they  are  not  rightly  entitled;  $1,600  is  going  to 
two  Private  Schools,  which,  while  they  may  be  doing  fair 
work,  are  located  in  towns  which  have  approved  High 
Schools  receiving  State  appropriations  through  regular 
channels,  and  are  active  competitors  of  such  schools; 
$1,300  is  going  to  two  Private  Schools,  both  of  which  are 
located  in  rural  communities,  and  should  be  made  Agricul- 
tural High  Schools  under  County  school  authorities;  $600 
is  paid  to  two  schools,  doing  only  Elementary  school  work, 


15 


one  of  which  has  been  almost  superseded  by  a  County 
School  within  a  "stone's  throw"  of  it;  while  the  other 
should  be  clearly  made  a  District  school;  $400  goes  to  an 
Elementary  Parochial  school,  and  $800  to  an  Institution 
no  longer  in  existence. 

FREE  BOOK  FUND 

The  Free  Book  Fund  of  $150,000.00  a  year  was  estab- 
lished by  an  act  of  1906.  It  is  taken  from  the  State  school 
tax  of  IGicts.  on  One  Hundred  Dollars  ($100)  and  is  dis- 
tributed on  a  basis  of  the  total  enrollment  of  pupils. 

FREE  PUBLIC  SCHOOL  FUND 

The  Free  Public  School  Fund— the  largest  fund,  con- 
sists of  the  IGJcts.  Public  School  tax.  This  Fund  is  dis- 
tributed among  the  various  Counties  and  the  City  of  Balti- 
more in  proportion  to  the  number  of  inhabitants  of  school 
age;  namely,  the  population  between  the  ages  of  five  and 
twenty. 

The  distribution  of  this  Fund  is  fully  taken  up  later  on 
in  this  Report,  hence  we  pass  over  it  here  with  this  brief 
statement. 

APPROVED  HIGH  SCHOOL  FUND 

In  1910,  an  Act  was  passed  which  systematized  State 
Aid  to  High  Schools.  Two  standards  were  created  (as 
will  be  more  fully  explained  under  the  High  School  Sec- 
tion of  this  Report)  and  a  definite  amount  of  money  given 
to  any  High  School  in  the  State  which  comes  up  to  the 
standards  therein  prescribed.  During  the  school  year  of 
1911 — 12,  there  were  twenty-five  First  Group  schools  re- 
ceiving from  $2,300  to  $2,500,  or  a  total  of  $58,200;  thirty- 
three  Second  Group  Schools  receiving  $1,400  each  or  a 
total  of  $46,200,  making  a  grand  total  of  $104,400. 

COLORED  INDUSTRIAL  FUND 

Article  77,  Sections  139,  140,  141,    143,  144,   and  145 


16 


of  the  Code  of  Public  General  Laws  describe  the  system 
of  the  Colored  Industrial  Schools.  Under  the  provisions 
of  these  Sections  any  Board  of  County  Commissioners 
which  sees  fit  may  establish  a  course  in  Domestic  Science 
and  Industrial  Arts  in  connection  with  any  of  the  Colored 
Elementary  Schools  of  their  County.  A  sum  of  $1,500  per 
year  is  appropriated  for  each  County  establishing  such  a 
system,  provided  that  each  colored  school  shall  have  an 
average  attendance  of  thirty  pupils  and  there  are  as  many 
as  ten  colored  schools  in  the  county  to  which  the  fund  is 
paid.  The  Act  further  provides  for  the  appointment  of  a 
Superintendent  for  the  work  by  the  State  Board  of  Edu- 
cation. This  fund  amounted  last  year  to  $16,500. 

PROPOSED  BASIS  OF  DISTRIBUTION 

As  will  be  seen,  each  of  these  funds  is  distributed  on 
a  different  basis,  and  when  it  comes  to  appropriations  to 
the  various  Private  School  and  Colleges,  there  is  apparent- 
ly no  basis.  Your  Committee,  therefore,  suggests  that 
the  distribution  of  the  School  Fund  be  revised  somewhat 
as  follows: 

1.  The  expenses  of  administration  should  be  taken 
out  of  the  School  tax.  and  the  balance  should  be  pro- 
vided out  of  the  General  Treasury.  The  expense  of  the 
State  Normal  Schools  and  the  appropriations  to  Second- 
ary Schools  and  Institutions  of  higher  learning,  should 
be  provided  for  out  of  the  General  Treasury,  be  distrib- 
uted on  a  basis  of  the  following  recommendation  from 
the  Federal  Commissioner  of  Education: 

"A  careful  consideration  of  the  present  method  by  which  the 
State  of  Maryland  makes  appropriations  of  public  money  for 
the  support  of  secondary,  special  and  higher  education,  suggests 
the  advisability  of  a  rigid  adherence  to  the  following  fundamen- 
tal principles  which  are  generally  accepted  as  essential  to  efficiency, 
economy  and  equitv  in  distributing  public  educational  funds  : 
These  are: 


17 


"1.  That  appropriation  should  be  made  only  to  In titu- 
tions  over  which  the  State  through  its  regular  educational 
officers,  or  thru  Boards  of  its  own  appointment,  may 
and  does,  exercise  a  direct  and  positive  control. 

"If  State  appropriations  are  made  for  any  particular  work  for  a 
particular  department  of  an  Institution,  the  State  might  ex- 
ercise a  direct  and  positive  control  over  the  particular  work 
of  the  department  receiving  the  benefit  of  the  State  Aid,  with- 
out attempting  in  any  way  to  control  the  entire  Institution.  The 
University  of  Vermont  and  State  Argicultural  College  may  be  cited 
as  an  Institution  which  illustrates  the  arrangement  suggested. 

"2.  That  a  common  basis  should  be  established  for  all 
Institutions  of  one  kind,  and  for  all  political  units  of  one 
kind;  for  example,  Counties.  Encouragement  should  be 
given  to  the  State-aided  private  Secondary  schools  to  trans- 
form themselves  in  to  standard  Public  High  schools, 
especially  those  which  at  present  have  only  day  pupils. 

"The  State  Board  of  Education  is  already  authorized  by  law  to 
prepare  and  publish  annually,  a  list  of  approved  Colleges  and  Uni- 
versities and  determine  by  By-Laws,  the  standards  for  said  ap- 
proval. (Chapter  169,  Acts  1912.) 

"3.  That  duplication  of  appropriation  by  Special  Act, 
or  by  continuing  appropriations  for  scholarships,  etc. 
should  be  eliminated  entirely.  In  the  case  of  Institutions 
receiving  appropriations  according  to  principles  1  and  2, 
continuing  appropriations  which  may  not  be  easily 
changed  because  of  legal  difficulties  should  be  regularly 
deducted  from  the  maximum  appropriation  which  would 
ordinarily  be  made  to  the  Institution  on  the  basis  stated 
above. 

"If  a  County  or  an  Academy  is  entitled  under  the  State  law 
governing  Secondary  Institutions  (High  School  Act,  Chapter  386, 
Acts  1910)  to  received  $2,500  and  by  a  continuing  appropriation 
(Acadamic  Fund)  receives  Five  Hundred  Dollars  ($500),  the 
latter  item  should  be  deducted  from  the  former  in  determining  the 
share  of  the  County  or  the  Institution  in  State  Funds. 

If  these  suggestions  be  carried  out,  then  the  appro- 
priations for  approve  High  schools  and  Secondary  schools 


18 


should  be  made  on  the  basis  hereinafter  stated;  the  balance 
of  the  funds  distributed  among  the  Elementary  Schools. 
Your  Committee  has  given  careful  consideration  to  the 
matter  of  distributing  this  amount  which  constitutes  the 
the  bulk  of  the  expense  for  educational  purposes  with 
the  following  result. 

State  Aid  to  Public  Elementary  Schools  is  distributed 
in  several  States  under  a  variety  of  plans,  the  principal 
ones  being  in  proportion  to: 

1.  The  wealth  or  assessed  value  of  the  community.     This  scheme 

merely  makes  the  State  the  Collection  Agent.  It  fails  to 
give  any  aid  to  the  poorer  communities.  It  results  in  these 
communities  having  poor  schools  and  it  causes  a  lowering  of 
the  average  intelligence  througout  the  State.  This  method 
is  the  least  desirable  and  is  seldom  used. 

2.  The  total  population.     This  plan  has  no  regard  for  the  number 

of  children  attending  school  or  for  the  work  required  to  be 
done  tho  it  is  much  more  equitable  than  the  preceding  one. 

3.  The  school  population  between  the    ages   of   five    and   twenty 

years.  This  method,  while  it  bears  a  closer  relation  to  the 
real  needs  of  the  community  than  Number  1  and  2,  does  not 
take  into  consideration  the  actual  number  of  schools  required 
and  the  number  of  children  receiving  instruction  in  those 
schools. 

4.  The  number  of  children  enrolled  in  school.     This  is  an  improve- 

ment over  any  of  the  preceding  methods  but  it  give  no  in- 
centive to  the  securing  of  regular  attendance  or  a  lengthen- 
ed school  year. 

5.  The  average  attendance.     This  encourages  regular  attendance 

but  gives  no  incentive  for  a  lengthened  school  year,  and 
but  little  to  the  maintenance  of  schools  in  remote  and 
sparsely  populated  sections  where  the  attendance  would  be 
small. 

6.  The  aggregate  days  attendance.  This  is  an  incentive  for  regular 

attendance  and  for  a  lengthened  school  year,  tho  it  fails 
properly  to  encourage  the  establishment '  of  schools  in  re- 
mote sections'. 

7.  The  number   of   teachers  actually  employed.     This  encourages 

the  establishment  of  schools  in  remote  sections  and  com- 
bined with  the  method  No.  6  gives  an  ideal  and  equitable 
system  of  distribution. 

It  would  seem,  then,  that  if  the  State  is  seriously  in 
the  business  of  educating  its  children  without  favor,  treat- 


19 


mg  each  individual  child  with  equal  liberality  without  re- 
gard to  his  own,  or  his  parents'  wealth  or  the  wealth  of 
the  community  in  which  he  happens  to  live,  that  the 
State  funds  for  the  maintenance  of  elementary  schools 
should  be  distributed  under  the  methods  outlined  in  Num- 
bers 6  and  7;  that  is,  a  definite  amount,  say  One  Hun- 
dred and  Fifty  Dollars  ($150)  for  each  teacher  employed 
and  the  remainder  in  proportion  to  the  aggregate  days  at- 
tendence  of  pupils.  In  apportioning  the  amount  for  the 
number  of  teachers  employed,  it  would  be  necessary  to 
set  a  standard  for  the  length  of  the  school  year. 

SCOPE  OF  COURSES 

The  ideal  course  of  study,  such  as  is  in  vogue  in  all 
of  the  newer  States,  consists  of  a  complete  free  system  of 
education  beginning  at  the  Kindergarten  and  running 
through  the  Primary,  Grammar,  High  School  and  State 
University,  with  subsidiary  night  schools  and  more  or 
less  community  work.  Of  those  at  present  time  Mary- 
land's school  system  includes  the  Primary  and  Grammar 
Schools  in  all  counties,  and  in  many  of  them  the  High 
School.  She  has  not  yet  developed  a  system  of  Kinder- 
gartens nor  has  she  a  State  University.  There  are  in  Bal- 
timore City  adequate  Night  Schools  and  a  beginning  of 
community  extension  work.  These  features  had  probably 
best  be  considered  separately  and  we  therefore  pass  on  to 
a  consideration  of  same  in  detail. 

ELEMENTARY   SCHOOLS 

In  our  consideration  of  the  Elementary  School  problem, 
we  beg  to  call  your  attention  to  three  principal  headings; 
First,  Teachers;  Second,  Curriculum;  Third,  Compulsory 
Attendance. 

The  end  of  all  educational  organization,  the  end  of  all 
systems  for  raising  money  and  distributing  it;  the  end  of 


20 


all  legislation  in  regard  to  Public  School  matters  is  the 
placing  of  a  group  of  children  in  a  room  with  certain  text 
books  and  equipment,  but  above  all,  with  a  teacher.  It 
matters  not  how  elaborate  may  be  the  machinery,  how 
costly  and  up-to-date  the  equipment,  if  the  teacher  is 
not  up  to  the  standard  the  whole  educational  system 
fails,  and  right  here  is  one  of  the  greatest  defects  in  our 
present  public  system.  Our  laws  at  the  present  time  pre- 
scribe no  standard  of  training.  Each  County  Commissioner 
is  free  to  give  a  certificate  to  any  person  whom  he  sees 
fit  and  that  person  then  has  the  right  to  teach,  at  least,  in 
his  County.  Conseqently,  there  is  at  present  a  very  unequal 
standard  for  teachers  in  various  parts  of  the  State,  and 
even  in  the  same  County  at  different  times.  Just  to  show 
how  low  the  standards  in  some  of  the  Counties  are,  I  append 
hereto  a  table  taken  from  the  report  of  the  State  Sup- 
erintendent of  Education  for  the  year  1909  showing  the  ed- 
ucation of  new  teachers  appointed  for  the  previous  year: 


Counties 

Normal 
Grad's 

College 
Graduate 

Prep.  lim. 
Pub.Sch. 

Total  new 
Teachers 

Allegany 

13 

1 

1 

15 

Anne  Arundel 

7 

6 

13 

Baltimore  

27 

27 

Calvert  

4 

8 

3 

15 

Caroline  

3 

3 

10 

16 

Carroll 

1 

2 

6 

9 

Cecil  

1 

g 

9 

Charles  

10 

10 

Dorchester  

3 

7 

20 

30 

Frederick  

1 

2 

12 

15 

Garrett  

3 

1 

15 

17 

Harford 

6 

3 

13 

22 

Howard  

4 

4 

1 

9 

Kent  

4 

1 

9 

14 

Montgomery  

4 

1 

17 

22 

Prince  George  

2 

3 

5 

10 

Queen  Anne  

4 

1 

4 

9 

St.  Mary 

2 

9 

11 

Somerset  

4 

6 

12 

22 

Talbot  

4 

2 

15 

19 

Washington  

3 

1 

10 

22 

Wicomico  

6 

10 

16 

Worcester  

2 

10 

12 

Total  

105 

49 

210 

364 

21 


The  above  shows  that  out  of  three  hundred  and  sixty- 
four  new  teachers  employed  for  the  years  1908-09,  two 
hundred  and  ten  had  only  Grammar  School  education;  one 
hundred  and  six  Normal  School  education;  and  forty-nine 
had  the  advantage  of  a  College  education.  There  are  two 
reasons  for  this  deplorable  condition. 

1.  The  salaries  paid  to   our  teachers  are  not  sufficient  to  com- 
mand the  character  of  teachers  which   this   enlightened   age 
demands.    When  we  consider  that   the   average   salary    paid 
in    five    Counties   is    less    than     Three    Hundred     Dollars 
($300),  we  realize  why  we   cannot    get   a    better  grade  of 
teachers.    There  is  a  law  which  puts  Three  Hundred   Dollars 
($300)  as  the  minimum  salary  for  white   teachers   haying   an 
average  attendance  of  ten  pupils  or  more  and  this    minimum 
increases  according  to  length  of  service  and  kind  of  certificate 
held,  but  apparently  this  Taw  is  not  being  very  well  enforced. 

2.  The  lack  of  a  sufficient  capacity  in   our  High   Schools   and 
Normal  Schools,  the  report  of  the  State  Board   of   Education 
above  quoted,  shows  that  we  are  only  graduating  at  the  ores- 
ent  time  about  one  hundred  teachers  a  year  from  our  Normal 
schools.    This  is  not  sufficient.     Furthermore,  interviews  with 
the  various  heads  of  Colleges  in  the  State  lead  us   to   believe 
that  the  number  and  capacity  of  the  High  Schools  of  the  State 
are  insufficient  for  the  number  of  pupils  wishing   to   secure  a 
High  School  education. 

CURRICULUM 

The  CURRICULUM  is  at  present  outlined  in  the  By- 
La  ws  of  the  State  Board  of  Education  quite  fully,  but  if 
you  compare  the  outline  of  curriculum  as  given  here  with 
a  similar  outline  prescribed  for  use  in  the  Baltimore  Schools 
you  will  realize  how  much  more  full  this  curriculum  could 
and  should  be  made.  Your  committee  realizes  that  the 
State  Board  of  Education  having  a  much  wider  field  of 
work  necessarily  has  a  more  difficult  task  in  this  respect 
but  we  are  of  the  opinion  that  if  the  County  Schools  can 
be  classified  into: 

A.  Ungraded  County  Schools 

B.  Two  to  four  teacher  incompletely  graded  schools   where 

each  teacher  has  more  than  one  grade 

C.  Fully  graded  schools 

D.  Short  term  schools. 


22 


Short  term  schools  should  be  closed  as  rapidly  as  pos- 
sible. Detailed  courses  of  study  should  be  worked  out  for 
each  of  the  above  classifications  somewhat  on  the  line  of 
courses  of  study  as  prescribed  for  the  City  schools.  In 
this  way,  and  only  in  this  way,  can  the  School  system  of 
State  be  unified  and  made  complete.  In  this  respect,  the 
great  demand  for  practical  work  should  be  recognized  and 
provision  made  for  Manual  Training  and  Elementary  Vo- 
cational work.  No  boy  should  be  allowed  to  leave  the  Pub- 
lic Schools  without  a  practical  knowledge  of  using  ordinary 
tools  and  no  girl  should  be  graduated  without  an  element- 
ary knowedge  of  cooking  and  sewing. 

COMPULSORY    EDUCATION 

A  State- Wide  COMPULSORY  EDUCATION  law  was  pas- 
sed in  1912  but  drawn  in  such  a  way  as  to  make  it  optional 
with  each  individual  County  as  to  whether  or  not  to  adopt 
and  enforce  it.  It  is  highly  essential  that  this  Law  be 
made  actually  State- wide  as  well  as  normally  so  and  that  we 
have  compulsory  education  with  adequate  school  attend- 
ance officers  all  over  the  State. 

HIGH  SCHOOLS 

The  High  School  act  of  1910,  above  referred  to,  is  re- 
garded by  the  Federal  Department  of  Education,  as  one 
of  the  best  on  the  Statute  books  of  any  of  our  States.  It 
has  several  marked  advantages.  The  Group  System  puts 
the  State  Aid  on  an  entirely  impartial  basis  and  we  feel 
that  in  time  it  will  probably  result  in  as  good  a  High 
School  system  as  there  is  in  any  State  in  the  country. 

These  requirements  and  the  appropriation  granted  to 
each  group  are  as  follows: 

•'FIRST  GROUP 

1.  A  bona  fide  enrollment  of  eighty  or  more  pupils. 

2.  Four  or  more  academic  teachers,  full  time  or  equivalent 

3.  A  four  years'  course  of  at  least  36  actual  school  weeks  in 

each  year. 


23 


4.  All  courses  of  study  shall  conform  to   those   prescribed   by 

the  State  Board  of   Education. 

5.  Salary  of  Principal  shall  be   $1,200  or   more,    and   that  of 

Assistants  regularly  employed  not  leas  than    $500. 

6.  In  addition  to  the  regular  academic   courses   shall   provide 

Manual  Training  and  Household  economic  courses 

7.  Must  provide  a  Commercial  or  an  Agricultural    course. 

8.  Library  of  at  least  100  volumes  relating  to  secondary  work. 

9.  At  least  $250  worth  of  material  and  apparatus  for   science 

work  until  Board  increases  this  minimum. 

10.  Separate  rooms  set  aside  as  a  laboratory  suitable  for  ex- 

perimental and  demonstration  work  in  Physics,  Chemistry 
and  Agriculture  (not  part  of  Recitation  room). 

11.  The   diploma   must   show    the   course    taken,    Group    of 

school  and  number  of  years  of  instruction  given,  and  be 
signed  by  State  Superintendent. 

SECOND  GROUP 

1.  A  bona  fide  enrollment  of  thirty-five  or  more  students. 

2.  Two  or  more  Academic  teachers— full  time  or  equivalent. 

3.  Three  years'  course  of  at  least  36   actual  school  weeks  in 

each  year. 

4.  All  courses  shall  conform  to  those  prescribed  by  the  State 

Board  of  Education. 

5.  Salary  of  Principal  shall  be  $1,000  or  more  and  that  of  As- 

sistants regularly  employed,  not  less  than  $500. 

6.  In  addition  to  the  regular  Academic  course,  shall  provide 

one  of  the  three  following  courses:  Manual  training,  Agri- 
cultural or  Commercial  work. 

7.  May  extend  course  to  four  years  by  the  employment  of 

such  additional  teacher  or  teachers  as  the  State  Board 
may  require,  and  where  this  is  done  the  Manual  Training 
course  shall  include  household  economics  for  girls. 

8.  Library  of  at  least  100  volumes  relating  to  Secondary  work. 

9.  Separate  room  set  aside  as  a  Laboratory   suitable   for   ex- 

perimental and  demonstration  work  in  Physics,  Chemis- 
try and  Agriculture  not  part  of  a  recitation  room. 

10.  At  least  $150  worth  of  apparatus  and  material  for  science 
work  until  the  State  Board  increases  this  minimum. 

11.  The  diploma  must  show  the  course  taken,  Group  of  School 

and  number  of  years  instruction  given,  and  must  be 
signed  by  State  Superintendent. 

The  appropriation  to  a  FIRST  GROUP  High  School  is: 

The  sum  of  Six  Hundred  Dollars  ($600  on  account  of  the  salary 
of  the  Principal  and  the  sum  of  Three  Hundred  Dollars  ($300)  on 
account  of  each  of  the  first  three  Assistants  employed  for  regular 
High  School  work;  the  sum  of  Four  Hundred  Dollars  ($400)  on 


24 


account  of  each  of  the  two  Special  Teachers  who  shall  spend  not 
less  than  two-fifths  of  their  time  in  the  School  receiving  said 
amount;  the  sum  of  One  Hundred  Dollars  ($100)  on  account  of  each 
additional  regular  grade  teacher  provided  the  total  amount  does  not 
exceed  the  sum  of  Two  Thousand,  Five  Hundred  Dollars  ($2,500.) 

The  appropriation  to  a  SECOND  GROUP  High  School  is: 

The  sum  of  Six  Hundred  Dollars  ($600)  on  account  of  the  salary 
of  Principal;  the  sum  of  Four  Hundred  ($400)  on  account  of  one 
Assistant  teacher  employed  for  regular  High  School  work;  the 
sum  Four  Hundred  Dollars  ($400)  on  account  of  the  Instructor  of 
special  subject  to  be  designed  by  the  County  School  Board. 

AGRICULTURAL  HIGH  SCHOOLS 

The  marked  success  of  twelve  Agricultural  High 
Schools  is  such  as  to  make  highly  advisable  the  further 
encouragement  of  this  type  of  Secondary  Education.  The 
demand  for  Agricultural  courses  all  over  the  State  is  very 
great  and  your  Committee  recommends  some  additional 
aid  along  this  line. 

PRIVATE  SECONDARY  SCHOOLS 

In  addition  to  the  above,  there  are  seven  private  sec- 
ondary Schools  receiving  State  aid:  the  following  table 
will  show  statistics  of  same: 

Am'trec'd       Day         Boarding    Scholar- 
Pupils  Pupils  ship 

Anne  Arundel  Academy $3,800  14  33  44 

West  Nottingham  Academy 500  36          5 

Rockville  Academy .' 800  50(1)     8 

Charlotte  Hall  School 8,100  40  43  27 

McDonou^h  Institute 5,500  37  32  26 

St.  Mary's  Female  Seminary 7,500  93          28 

(1)  This  number  estimated,  as  this  institution  has  neglected  to  report  to  this  Board, 
although  repeatedly  sent  blanks  and  requested  so  to  do. 

In  accordance  with  the  suggestion  of  the  Federal 
Commissioner  of  Education,  your  Committee  begs  to 
suggest  that  the  appropriations  to  Rockville  and  Allegany 
Academies  be  discontinued  as  these  Institutions  are  both 
located  in  towns  where  their  work  is  being  parallelled  by 
approved  High  Schools. 


25 


In  the  case  of  the  five  Secondary  Schools  receiving  State 
aid  which  are  not  parallelled  by  High  Schools  and  which 
are  more  or  less  needed  to  supplement  the  regular  High 
School  system,  your  Committee  recommends  that  the  Coun- 
ties which  conduct  no  High  Schools  be  permitted  to  contract 
with  private  Secondary  Schools  now  in  existence  whose 
curriculum  and  methods  are  approved  by  the  State  Board 
of  Education  according  to  its  High  School  standards;  and 
that  such  contracts  be  drawn  as  to  provide  free  tuition  to 
all  pupils;  the  salaries  of  the  teachers  and  all  expenses  ex- 
cept those  connected  with  boarding  and  rooming  features 
to  be  borne  by  the  County  and  the  State  on  the  same  basis 
as  those  of  approved  High  Schools,  and  the  students  to  pay 
their  own  board. 

In  addition  to  these  seven  Schools,  there  are  nineteen 
High  Schools  participating  in  the  Academic  Fund  by  virtue 
of  the  fact  that  they  were  private  Academies  and  as  such 
secured  appropriations  from  the  Legislature.  Your  Com- 
mittee recommends  that  these  be  either  discontinued  or 
that  the  amount  of  money  payable  to  such  schools  under 
the  Academic  Fund  be  deducted  from  the  amount  payable 
to  them  as  Approved  High  Schools. 

COLLEGE  PREPARATORY  SCHOOLS 

In  addition  to  these  Secondary  Schools,  practically  all 
of  the  Maryland  Colleges  conduct  Preparatory  Schools. 
They  all  agree  that  if  possible  they  would  like  to  abandon 
these,  but  claim  they  are  so  frequently  called  upon  to  take 
boys  and  girls  who  come  from  localities  where  there  are 
no  High  Schools,  that  they  feel  the  necessity  of  continuing 
these  schools.  They  state  that  in  many  instances,  parents 
are  not  willing  to  send  their  children  to  the  High  Schools 
even  though  they  be  located  in  their  own  County  because 
of  the  necessity  of  the  students  having  to  board  in  the 
Towns  and  are  hence  without  supervision  except  during 


26 


school  hours.  In  this  connection,  your  Committee  begs  to 
recommend  that  the  establishment  of  Dormitories  in  con- 
nection with  High  Schools  where  the  pupils  are  so  scattered 
as  to  necessitate  their  boarding  while  attending  school,  be 
encouraged.  Said  Domitories  to  be  under  the  direction  of 
the  High  School  authorities,  to  be  run  at  cost,  but  to  occas- 
sion  no  expense  either  to  the  State  or  the  County,  except 
their  erection,  and  until  they  prove  their  value,  houses 
might  be  rented. 

There  are  at  present  many  of  the  College  scholar- 
ships being  enjoyed  by  pupils  doing  Preparatory  School 
work.  Inasmuch  as  Maryland  does  support  High  Schools 
all  over  the  State,  it  seems  inconsistent  that  it  should 
pay  private  Institutions  to  do  High  School  work.  None 
of  these  Scholarships  can  be  held  more  than  four  years 
by  any  one  student,  hence,  such  students  as  use  their 
Scholarships  for  Preparatory  work  are  compelled  to 
finish  their  College  course  at  their  own  expense  or  else 
to  drop  out  before  they  graduate.  Your  Committee, 
therefore,  recommends  that  all  candidates  for  scholar- 
ships be  prepared  for  College  entrance. 

COLLEGES 

There  are  at  the  present  time,  six  Institution  claiming 
to  do  college  work,  which  are  receiving  aid  from  the  State. 
These  colleges  are  as  follows  :  Blue  Ridge  College,  Johns 
Hopkins  University,  Maryland  Agricultural  College,  St. 
Johns'  College,  Washington  College,  and  Western  Mary- 
land College.  Of  these,  the  only  one  listed  as  a  college  by 
the  Carnegie  Foundation  or  by  the  definition  adopted  by  the 
State  Board  of  Education,  is  Johns  Hopkins  University, 
This  definition  is  we  think,  fairly  descriptive  of  what  a 
college  should  be  and  is  brief,  any  Institution  doing  four 
years  work  beyond  a  four  year  High  School  course,  and 
having  at  lease  six  professors,  giving  their  full  time  to 


27 


collegiate  work.  The  entrance  requirments  of  all  five  of  the 
other  schools  are  below  the  standard. 

There  has,  however,  been  a  marked  increase  in  the 
standard  of  several  of  the  Institutions  in  the  last  few  years, 
and  we  feel  that  if  we  can  bring  additional  pressure  to  bear 
on  them,  they  would,  of  their  own  free  will,  increase  their 
standard  to  bring  their  entrance  requirements  up  to  the 
fourteen  units  set  by  the  Carnegie  Foundation.  In  addi- 
tion to  this,  these  schools,  with  the  exception  of  Johns 
Hopkins  conduct  Preparatory  schools  which  parallel  the 
work  of  the  County  High  Schools,  and  while  much  may 
be  said  in  favor  of  such  schools,  it  seems  to  us,  poor  policy 
to  encourage  them. 

There  is  in  these  Colleges,  two  distinct  kinds  of  dup- 
lication of  High  School  work.  First,  in  all  save  Johns 
Hopkins  University  and  probably  the  St,  John's  College, 
the  regular  college  course  for  the  first  year  or  two  dupli- 
cates High  School  work.  This  it  seems  to  us  is  exceeding- 
ly bad,  and  we  strongly  advise  that  we  limit  the  future 
appropriations  to  such  colleges  as  are  approved  according 
to  the  standards  of  the  State  Board  of  Education. 

Second.  From  one-fourth  to  one-half  of  the  students 
no  win  these  colleges  are  in  the  Preparatory  classes,  all  of 
which  work  is  duplicated  by  the  State  High  Schools,  and 
it  would  seem  to  be  the  logical  thing  for  the  State  to  limit 
the  use  of  these  scholarships  to  persons  doing  full  college 
work,  and  in  other  ways,  as  far  as  possible  to  discourage 
the  continuance  of  these  preparatory  classes. 

That  the  State's  appropriations  are  duplicated  at 
the  present  time  is  shown  by  he  fact  that  four  of 
these  Institutions,  namely,  Blue  Ridge  College.  St.  John's 
College,  Washington  College  and  Western  Maryland  Col- 
lege do  about  the  same  kind  of  work.  The  time  when  a 
college  was  local  and  only  administered  to  the  immediate 
surrounding  country  is  gone  and  the  State  is  spending  a 
great  deal  of  money  to  poor  advantage  in  the  support  of 


28 


two  or  three  Institutions,  all  of  which  are  doing  the  same 
kind  of  work  and  all  of  which  are  competitors  for  students. 
In  addition,  it  may  be  stated  that  these  six  colleges 
grant  scholarship  as  follows: 

Bd.&Tui-  Tui-     Appro-  Per      Catalogue    Actual 

Name  tionScho-  tion     priation       Capita     Charges        Cost 

larships  Paym't  Per  capita 

Blue  Ridge  College 27    $5,000  $185(1)  $183      $164.66 

JohnHopkinsTechSchool  27  102  50,000  546(2)      150 

Md.  Agri.   College 27    16,000  592(3)  240       230.02 

St.  John's  College 27  27  29,700  635(4)  300       356.50 

Washington  College ....  36  27  30,775  529(5)  203       245.76 

Western  Md.   College...  54  28  13,800  269(6)  225       167.92 

John  Hopkins  University 84  25,000  297           150 

(1)  To  this,  should  be  added  a  charge  of  ($75.00)  to 
the  student  required  by  the  Trustees,  making  a  per  captia 
of  ($260)  actually  received. 

(2)  Two  hundred  dollars  ($200)  of  this  amount  is  by 
law  to  be  given  to  each  of  the   twenty-seven  boarding 
scholarships  in  lieu  of  board. 

(3)  To  this  should  be  added  ($120)  received  from 
scholarship    students,  making  a  per  capita,   of    ($712) 
actually  received. 

(4)  One  hundred  and  seventy-four  dollars  ($174)  of 
this  represents  board  paid  co-operative  Boarding  Club  for 
each  of  the  twenty  seven  boarding  scholarships. 

(5)  Ninety-six  dollars    ($96)  of  this  represents  board 
paid  co-operative  Boarding  Club  for  each  of  the  thirty-six 
boarding  scholarships. 

(6)  This  is  arrived  at  by  deducting  from  appropriation 
the  cost  of  twenty-eight  day  students  at  a  regular  cata- 
logue price  of  Forty-five  dollars  per  year  and  figuring  the 
per  captia.  for  the  boarding  students  on  the  remainder. 

Maryland  is  at  present  spending  for  higher  education 
each  year  the  sum  of  $260,193.86  for  maintenance  pur- 
poses only,  yet  she  is  only  providing  collegiate  education  for 
a  small  portion  of  her  student  class.  It  has  been  stated 
previously  in  this  Report  that  the  State  should  maintain 
a  complete  course  from  the  Kindergarten  through  the 


29 


State  University.  In  most  of  the  newer  States,  the  Col- 
legiate work  of  the  State  educational  system  is  by  a  Uni- 
versity owned  and  maintained  by  the  State,  and  were 
Maryland  starting  her  educational  system  de  novo  this 
would  probably  be  the  logical  course  to  pursue  here.  How- 
ever such  is  not  the  case. 

We  have  now  in  this  State,  these  six  Institutions  of 
higher  learning,  all  of  which  have  existed  for  years,  have 
a  long  and  honorable  history,  many  influential  friends,  and 
alumni  whose  standing  in  the  community  is  of  the  highest. 

These  Institutions,  however,  represent  different  con- 
stituencies, different  ideals  and  work  on  more  or  less  dif- 
ferent methods,  although  as  above  pointed  out,  at  least  four 
of  them  are  doing  about  the  same  class  of  work.  Such 
being  the  case,  it  would  seem  almost  hopeless  to  succeed  in 
working  out  any  system  of  amalgamation  whereby  these 
Institutions  would  become  parts  of  one  organization.  Your 
Committee  therefore  feels  that  the  only  practical  unifying 
force  is  the  department  representing  the  State,  which  is 
charged  with  the  oversight  of  these  Institutions. 

We  do  believe  that  with  a  properly  constituted  and  ef- 
ficient State  Board  of  Education,  having  broad  powers  or- 
der could  be  worked  out  of  the  present  chaos  and  the  State 
get  much  better  returns  for  the  money  invested  than  it 
now  does.  We  therefore  recommend  that  all  appropriation 
to  Institutions  of  higher  learning  be  made  on  a  basis  of 
contract  between  those  Institutions  and  the  State  Board 
of  Education;  that  the  State  Board  of  Education  be  given 
the  authority  to  set  standards  and  distribute  scholarships 
in  such  a  way  as  to  cover  the  whole  field  of  higher  educa- 
tion in  about  the  proportion  of  its  various  departments  as  is 
the  demand  for  these  departments  and  that  the  cost  to  the 
State  shall  bear  some  definite  relationship  to  the  cost  to 
the  Institution.  Furthermore,  that  the  State  make  con- 
tracts with  these  Institutions  which  will  give  the  highest 


30 


standard  for  the  least  money  on  the  part  of  the  State 
and  that  all  duplication  between  the  college  and  the  high 
school  system  of  the  State  be  eliminated.  These  contracts 
should  be  so  worded  that  the  Institutions  with  whom  they 
are  made  become  a  recognized  part  of  the  public  school 
system  of  the  State. 

SUMMARY  AND  CONCLUSION 

In  conclusion,  your  Committee  begs  to  state  that 
while  the  theory  on  which  the  Elementary  School  System 
of  which  Maryland  is  run,  is  highly  regarded  by  most  edu- 
cational authorities,  yet,  they  find  many  faults,  nearly 
all  of  which  can  be  attributed  to  one  of  two  causes: 

First  and  greatest  is  lack  of  money.  In  this  respect, 
your  Committee  feels  that  the  present  system  of  distrib- 
uting the  money  used  for  educational  purposes  (if  it  may 
be  called  a  system)  is  so  complicated  that  the  best  results 
cannot  be  obtained.  It  is  here  that  the  greatest  reorgan- 
ization should  take  place. 

The  second  reason  for  inefficiency  in  our  Elementary 
System  is  the  lack  of  sufficient  centralized  authority. 
This  manifests  itself  in  two  ways: 

1.  The  standard  of  teachers  differs  in  each   County 
and  at  different  times,  in  the  same  County. 

2.  The  text  books  used  and  the  details  of  a  course 
of  instruction  also  differ  in  each  individual    County    so 
that  there  is  a  decided  lack  of  uniformity. 

The  present  High  School  system  of  the  State  needs  little  or  no 
correction,  it  being  one  of  the  best  in  existence  at  the  present  time, 
so  far  as  your  Committee  could  learn.  There  are,  however,  a  great 
many  parts  of  the  State  in  which  there  are  no  High  Schools  and  in  parts 
the  communities  are  so  small  and  scattered  as  not  to  afford  sufficient 
pupils  to  run  an  approved  High  School.  Some  method  should  be  de- 
vised to  remedy  this  defect.  The  present  awakening  and  demand  for 


31 


technial  instruction  in  agriculture  in  High  Schools  is   not   being  met 
by  the  school  authorities  as  your  Committee  feels  it  should  be. 

The  appropriation  through  the  Acadmic  Fund  and  special  appro- 
priations in  the  Legislature  are  in  many  cases  given  to  private  schools 
which  duplicate  the  work  being  done  by  the  High  Schools  and  in  all 
cases,  are  given  without  any  regard  for  the  value  received  by  the 
State  or  to  an  equal  distribution  of  the  fund  in  various  parts  of  the 
State. 

In  the  field  of  higher  education,  the  State  has  apparently  had  no 
policy  in  the  past.  It  has  given  aid  to  various  small  colleges  through- 
out the  State  with  neither  system  nor  standard.  Its  money  has  been 
split  up  so  as  to  preclude  efficiency.  The  scholarships  supposed  to  be 
given  in  return  for  State  appropriations  have  in  many  cases  been  be- 
stowed on  pupils  doing  High  School  work.  The  State  has  consistently 
paid  the  board  of  many  of  these  pupils  while  attending  college  on  the 
one  hand,  while  on  the  other  many  pupils  who  could  and  should  enjoy 
the  benefits  of  a  college  education  on  the  same  basis  that  elementary 
education  is  given  by  the  State,  are  are  denied  the  privilege. 

In  order  to  remedy  these  various  defects,  your  Committee  recom- 
mends the  following  measures: 

FIRST:  That  all  of  the  several  funds  now  going  to  Educational 
purposes  in  this  State  be  abolished  and  that  in  lieu  thereof,  the  State 
make  provision  for  its  elementary  education  by  giving  to  each  Coun- 
ty a  fixed  sum  annually  for  each  teacher  employed  and  distribute 
the  remainder  of  the  funds  for  elementary  education  pro  rata,  accor- 
ding to  the  aggregate  attendance.  (Aggregate  attendance  in  this 
case  is  intended  to  mean  the  total  number  of  pupil  days  —  each  child 
counting  one  for  each  day  he  is  present  in  school.)  In  addition,  pro- 
vision should  be  made  in  the  levy  for  aid  to  approved  High  Schools 
on  the  basis  of  the  present  law,  and  also  a  sufficient  sum  to  provide 
suitably  for  higher  education. 

SECOND:  The  increase  of  the  present  State  levy  of  16 Jets,  on 
the  One  Hundred  dollars  ($100)  by  a  sufficient  amount  to  cover  the 
above  requirements.  On  the  present  taxable  basis,  this  rate  should 
be  not  less  than  twenty  cents  (20cts.). 

THIRD:  That  the  authority  of  the  State  Board  of  Education  be  in- 
creased so  that  it  alone  will  be  able  to: 

A.  Grant  certificates  to  teachers.     Certificates  to  be  granted 
in  accordance  with  examinations   made  out  and  marked  by  itself, 
such  examinations  to  be  uniform  throughout  the  State. 

B.  Prescribe  to  the  minutest  detail,   the  course  of  study  and 
the  text  books  to  be  used;  these  to  be  fixed  on  a  system  of  grades  of 
schools,  and  to  be  uniform  throughout  the  State  for  each  grade. 

FOURTH:  That  the  Compulsory  Education  law  of  the  State  be 
made  State- wide  in  fact  as  well  as  in  name. 

FIFTH:  That  the  present  High  School  system  of  the  State  be  ex- 
tended to  cover  the  whole  State.  In  order  to  accomplish  this  in  more 
sparsely  settled  communties,  the  Board  recommends  establishment 


32 


of  free  bus  service  from  one  small  town  to  another,  where  this  is  prac- 
ticable, and  where  not,  the  establishment  of  High  School  Dormitories 
under  the  control  of  the  High  School  authorities  to  be  run  at  cost. 

SIXTH:  That  the  introduction  of  agricultural  courses  in  rural 
High  Schools  be  further  encouraged  and  that  these  be  so  articulated 
with  the  Maryland  Agricultural  College  and  the  State  Experiment 
Station,  so  as  to  make  the  whole  a  part  of  the  State  system. 

SEVENTH:  That  all  special  appropriations  to  private  secondary 
school  be  abolished  and  that  where  such  schools  exist  in  communities 
which  are  not  covered  by  said  High  Schools,  contractual  relations  be 
enter  into  with  such  of  these  schools  whose  curriculum  and  methods 
are  approved  by  the  State  Board  of  Education  according  to  its  High 
School  standards.  The  salaries  of  teachers  and  all  expenses  con- 
nected with  the  Institution  aside  from  board,  room,  rent  and  courses 
not  called  for  by  the  State  High  School  curriculum,  such  as  paint- 
ing and  instrumental  music,  be  borne  by  the  County  and  State  on 
the  same  basis  as  those  of  approved  High  Schools;  students  to  pay 
their  own  board. 

EIGHTH:  That  all  appropriations  to  various  colleges  be  abolished, 
and  that  contractual  relations  be  entered  into  with  such  institu- 
tions of  higher  learning  as  may  be  approved  by  the  Board  of  Edu- 
cation under  terms  by  which  these  institutions  shall  become  a  recog- 
nized part  of  the  Public  School  system  of  the  State,  to  remain  so  as 
long  as  their  standards  are  in  accordance  with  those  prescribed  by 
the  State  Board  of  Education;  said  Institutions  to  be  compensated  on 
a  per  capita  basis  to  be  stated  in  the  contract. 

NINTH:  In  view  of  the  fact  that  Recommendation  No.  8  is  an 
ultimate  rather  than  an  immediate  result,  your  Committee  recom- 
mend that  all  applicants  for  scholarships  in  colleges  receiving  State 
appropriations  be  prepared  to  matriculate  in  the  regular  colleges  de- 
partments of  such  colleges,  that  all  appropriations  to  so-called  Insti- 
tutions of  higher  learning  be  immediately  limited  to  those  Institu- 
tion which  conform  to  the  definition  of  the  college  as  given  by  the 
the  State  Board  of  Education,  and  be  put  on  a  per  capita  basis  at 
rates  no  higher  than  those  charged  regular  pay  students. 

TENTH:  In  view  of  the  fact  that  the  State  Board  of  Education 
is  charged  with  the  supervision  of  the  entire  educational  system 
of  the  State,  the  expenditure  of  all  State  money  for  educational 
purposes,  whether  public  or  private,  be  placed  under  the  supervision 
of  the  State  Board  of  Education. 

RESPECTFULLY  SUBMITTED, 

Philip  Briscoe 
Thomas  M.  Bartlett 
H.  Wirt  Steele 

Committee 


33 


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°AY 


LD  21-50m-l,'35 


I 

y    Gaylord  Bros.» 

Makers 

Syracuse.  N.  Y,  * 
%         PAT.  JAN.  21.  1908 


YC  55958 


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